Ocenjevanje znanja v času prvega vala epidemije covid-19

Jagodic, Neža (author), Štefanc, Damijan (mentor), Mažgon, Jasna (co-mentor)

V magistrskem delu nas je zanimalo, kako so se osnovne šole v času prvega vala epidemije covid-19 soočale z izobraževanjem na daljavo ter kako je v tem obdobju potekalo ocenjevanje znanja. Predstavili smo, katere ukrepe in priporočila sta izdajali šolska politika in del pedagoške stroke, ter izpostavili njihove bistvene predloge za načrtovanje in izvedbo poučevanja in ocenjevanja znanja. Ob tem smo naredili pregled odzivov dela pedagoške stroke o delovanju šolske politike v času prvega vala epidemije covid-19 ter predstavili posledice izobraževanja na daljavo za učence. Zanimalo nas je, ali obstajajo indici, na podlagi katerih bi lahko podvomili, da so bile ocene, ki so jih učenci pridobili v tem obdobju, odraz znanja, zaradi česar smo se ukvarjali s pojmoma pravično in didaktično dopustno ocenjevanje, ter na podlagi predhodno opravljenih empiričnih raziskav ter prispevkov avtoric in avtorjev, povezanih s prvim valom epidemije covid-19, ugotavljali, ali so bili učenci prikrajšani za znanje. V raziskavi smo uporabili deskriptivno in kavzalno-neeksperimentalno raziskovalno metodo, s katero smo na podlagi empiričnih podatkov, pridobljenih z anketnima vprašalnikoma za učitelje in učence, preverjali petnajst raziskovalnih hipotez. Zanimalo nas je, ali so bili po njihovem mnenju učenci v času prvega vala epidemije covid-19 ocenjeni na podlagi enakih kriterijev, kot bi bili v običajnih razmerah, ter ali je bilo poučevanje na daljavo izvedeno dovolj didaktično kakovostno, da je bilo ocenjevanje znanja kasneje tudi upravičeno. Podatki so pokazali, da se je več kot polovica anketiranih učiteljev deloma strinjala, da so pouk v času izobraževanja na daljavo lahko izvedli dovolj didaktično kakovostno, da je bilo kasneje upravičeno tudi ocenjevanje znanja. Več kot polovica učencev je menila, da so učitelji dajali višje ocene, kot bi jih sicer, če šole ne bi bile zaprte. Skoraj polovica učiteljev pa se je deloma strinjala s trditvijo, da so bili učenci ocenjeni na podlagi enaki kriterijev znanja, medtem ko se s to trditvijo ni strinjala več kot tretjina učiteljev. Ugotovili smo, da so učitelji zniževali kriterije znanja, saj poučevanja na daljavo niso mogli izpeljati didaktično kakovostno ali pa so se želeli izogniti konfliktnim situacijam in morebitnim inšpekcijskim postopkom. Opozorili smo, da ocene učencev niso bile odraz znanja, zato smo predpostavili, da bo v znanju učencev opaziti velik manko.

• Language: Slovenian
• Keywords: prvi val epidemije covid-19, izobraževanje na daljavo, pravičnost ocenjevanja, legitimnost ocenjevanja, znanje
• Work type: Master's thesis/paper
• Organization: FF - Faculty of Arts
• Year: 2021
• PID: 20.500.12556/RUL-130556
• Publication date in RUL: 16.09.2021

Secondary language

• Language: English
• Title: Knowledge assessment during the first wave of the covid-19 epidemic

Abstract

In the master thesis, we were interested in how primary schools coped with distance education during the first wave of the covid-19 epidemic and how assessment was carried out during this period. We presented what measures and recommendations were adopted by school policy and part of the teaching profession, and highlighted their essential suggestions for the planning and implementation of teaching and assessment. In addition, we reviewed the reactions of some of the teaching profession on the functioning of school policy during the first wave of the covid-19 epidemic, and presented the implications of distance education for students. We were interested in whether there were any indications that might raise doubt on whether the grades obtained by students during this period were truly a reflection of knowledge, which eventually led us to explore the notions of fair and didactically permissible assessment, and to determine whether students were deprived of knowledge, based on previous empirical research and on the contributions of authors related to the first wave of the covid-19 epidemic. In the research, we used a descriptive and causal non-experimental research method to test fifteen research hypotheses based on empirical data collected through teacher and student questionnaires. We were interested in whether they thought that students were assessed on the same criteria during the first wave of the covid-19 epidemic as they would have been under normal conditions, and whether the distance education was of sufficient didactic quality to justify the assessment of their knowledge afterwards. The data showed that more than half of the teachers surveyed partially agreed that the distance education lessons could be delivered with sufficient didactic quality to justify the assessment of knowledge at a later stage. More than half of the students felt, however, that the teachers gave higher grades than they would have if the schools had not been closed. However, almost half of the teachers partially agreed with the statement that students' knowledge was assessed according to the same criteria, while more than a third of teachers disagreed with this statement. We found that teachers had lowered the knowledge criteria because they had not been able to carry out the distance learning in a didactically qualitative way or because they had wanted to avoid conflict situations and possible inspection procedures. We pointed out that the students' grades were not a reflection of their knowledge. We have, therefore, assumed that there would be a significant shortfall in their knowledge.

• Keywords: first wave of the covid-19 epidemic, distance education, fairness of assessment, legitimacy of assessment, knowledge